Make-up/Rewrite Opportunity

A rewrite of either Essay 1

Essay Assignment:

For each of the three modules you are required to prepare a 2-3 page essay addressing specific questions related to class lectures and readings (including the book and the documents from the document discussions).  The essays must be in 12 point Times New Roman font, typed, double-spaced.  They should be saved as word documents (doc or docx files).  This is easy to do.  Canvas will not allow you to upload in an alternative format.  Check your essay for grammar, word usage, spelling, proper name spelling, as well as for proper citation.  This is an essay, so it must be in proper essay format, with an introduction, thesis statement, body paragraphs, and a conclusion. 

The America Women’s Movement

Introduction

Over the past generations, incredible changes from the social and legal perspective have been achieved. These changes are now widely accepted that individuals whose lives they have entirely changed overlook them. Numerous persons who have endured through the recent decades have come to acknowledge delightfully, what has transpired. The younger generation can barely envisage life was ever otherwise (McMillen, Jan 28, 2008). The astounding changes for women that have been accomplished in those generations from the perspective of education, religious rights, employment opportunities, in the government sector, as well as in family life did not just occur voluntarily. This paper examines the various challenges that the women rights’ advocates faced in the 19^th century and how they handled those challenges.

Discussion

The responsibilities of women and their social, political, and economic freedom in the society deviated tremendously from the pre-revolutionary war era to the early 20^th century. Over the years and before the American Revolution, women were regarded as “subordinate to males” meaning that they were subjects of laws and regulations administered on them by the men. They were, among many things, expected to marry, take care of their families, and to perform the essential duties of submissive and diligent wives and mothers (McMillen, Jan 28, 2008). Because the men dominated all the aspects of the society, women were not granted the fundamental legal rights such as the women’s suffrage, and rights to property ownership.

Elizabeth Cady Stanton utilized the declaration of independence as the platform to draft what she called “declaration of sentiments.” In what appeared to be skillful and tactical move, Stanton connected the growing lobby for women’s rights to the strong American symbol of liberty. Stanton tactfully highlighted in the “declaration of sentiments” the specific areas that the women felt treated unfairly by men. Some of the critical issues raised include the following. Married women were perceived legally dead in the face of the law. They had no rights to vote. Men had extreme legal powers over their wives to the extent that they could subject their wives to imprisonment and thorough beating without being prosecuted (Tetrault, June 15, 2014). Women had no rights to adequate education, as no institution of higher learning was willing to register female students, and many others

The very first women’s rights convention was convened as scheduled, and after thorough analysis, the declaration of sentiments and other 12 resolutions were unanimously endorsed except one that demanded women to vote. In fact, the ninth resolution, which demanded the women to vote, was the point where backlash began. The newspaper editors made particularly scathing attack against women despite the fact that the women’s rights movement were only one day old. The entire document of the declaration of sentiments was ridiculed and often published with the names of participants included (McMillen, Jan 28, 2008). Some women were so embarrassed that they removed their signatures from the Declaration. Most women, however, remained firm.

There were many other women besides Stanton and Lucretius Mott, who advocated for the women’s rights. Associations campaigning for universal suffrage emerged throughout the United States, and proponents of the movements were as diverse as the regions of the country they managed to reach. The American Woman Suffrage Association (AWSA) together with the National Woman Suffrage Association (NWSA) was established with the aim of enhancing Women suffrage. The two associations, however, operated independently as separate groups and seemingly in constant conflicts with each other up to 1890. Women eventually were granted the right to vote in 1920.  Education reformers desired to enhance equal educational opportunities for the growing young women. Susanna Haswell Rowson is recognized for launching schools for young girls in Boston (McMillen, Jan 28, 2008). In the second half of the 20^th century, women’s colleges sprung up and other Midwestern universities that admitted both sexes were opened.

Conclusion

The adamant efforts of many women’s rights advocates culminated in the authentication of the 19^th amendment in 1920, which enabled women to vote. Although there were and still are impediments for women to conquer in economics, politics, and the society, the efforts and the achievements of these reformers cannot be disregarded. They should rather be appreciated as pioneers and champions in the women’s rights movements.

References

McMillen, S. G. (Jan 28, 2008). Seneca Falls and the Origins of the Women’s Rights Movement. New York: Oxford University Press;.

Tetrault, L. (June 15, 2014). The Myth of Seneca Falls: Memory and the Women’s Suffrage Movement, 1848-1898. The University of North Carolina Press.

 

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